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Integration InterruptedTracking, Black Students, and Acting White after Brown$
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Karolyn Tyson

Print publication date: 2011

Print ISBN-13: 9780199736447

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199736447.001.0001

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Introduction

Introduction

Desegregation Without Integration

Chapter:
(p.3) Introduction
Source:
Integration Interrupted
Author(s):

Karolyn Tyson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199736447.003.0010

The Supreme Court's decision in the 1954 case Brown v. Board of Education was supposed to eliminate school segregation. Brown promised more than desegregation; the decision also promised integration. More than five decades after the decision, however, black students and white students throughout much of the United States still experience separate and unequal schooling. Black-white racial segregation in public schools produced through tracking (and through gifted and magnet programs) remains a problem. Americans simply assume that academic placements reflect students' ability and their (and their parents') choices and attitudes toward school. Linking achievement with whiteness is one consequence of racialized tracking, but there are others that also shape academic achievement and interracial relations. This book takes a look at how institutional practices such as tracking affect black and other students' schooling experiences. Drawing on the narratives and school experiences of some of the more than 200 students studied in twenty-eight schools, it shows how racialized tracking and the messages it conveys affect students' daily life at school, their academic self-perceptions, school-based decisions and actions, and their relationships with peers.

Keywords:   United States, school segregation, Brown v. Board of Education, racialized tracking, racial segregation, academic achievement, whiteness, interracial relations, desegregation, integration

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